There is a conflict of interest between the two instances of vocational pedagogy and industrial
pedagogy. This essay will refer to this in more detail and explain why this conflict of interests
is not problematic in my opinion. To begin with, I would like to explain that in practical
pedagogy, the workplace is a place of learning. In the context of vocational education and
training issues, the focus is on learning in the workplace, and the processes of learning and
change in organizations and work communities are discussed in more detail [1, p. 313]. The
challenge of vocational and workplace pedagogy is to provide the respondent with sufficient
knowledge of problem processing and interpretation to solve practical problems in work and
life [2, p. 21]. Vocational pedagogy and workplace pedagogy are considered as the science and
practice of vocational education. As a scientific discipline, it mainly focuses on the quality of
content and teaches specific professional competencies such as technical and methodological
competencies, personal competencies and social competencies [3, p. 43].
To what extent is the domain of science and to what extent is the domain of practice of
fundamental importance for vocational pedagogy, both and industrial pedagogy? To what
extent are vocational pedagogy and industrial pedagogy interdependent or interrelated?
Vocational pedagogy and industrial pedagogy can be viewed from two different perspectives.
From the perspective of science and from the perspective of practical pedagogy. In the
following, the term educational science will be used for the perspective of science. In the field
of educational science, vocational pedagogy mainly includes the academic study of initial
education in school-based institutions. For educational science, cognitive questions play a
major role. It concentrates on solving these questions through the design of teaching
processes and tries to describe or analyze them. At the same time, it also tries to find
explanations for these teaching processes and to criticize them in a differentiated way. For
practical pedagogy, fundamentally different questions play a role. It refers in a broader sense
to the operational learning and its organizational process. Here it tries to concentrate on
practical questions with the aim of giving clear and purposeful instructions or guidelines about
how something should be done in this field of action. It addresses the development
opportunities of employees and promotes their development through coaching or leadership.
It does not focus on an educated person, but concentrates on conditions, consequences and
methods. In this way, it can constructively contribute to improving existing processes and
educational practices in a company. It can thus serve with practical answers to questions
about education and training and tries to improve existing educational practices. An important
insight here is the following: In the field of education it is never possible to force a change in
a person, because there is always a technological deficit. Changes can be brought about in a
person through appropriate measures and procedures, but this change cannot be forced
through external influence.
It becomes clear that the motives of the two methods are fundamentally different. In my
opinion, this is a good thing, because the pursuit of the individual goals of science and
operations is important for the preservation of the institution. For a company there are no
economic advantages to pursue the scientific interests. This is because companies usually act
in a goal-oriented manner, mainly to maintain liquidity and secondly to maximize profits.
Existential interests are mainly concentrated in practice. Thus, science is concerned with
societal benefits and practical pedagogy is concerned with economic benefits. By considering
these two perspectives, a holistic approach is taken and both perspectives or approaches can
benefit each other. The definition of the two domains of practice and science are important
to show that they are interdependent. They are interdependent. Since the terms are
subordinate to each other, it is difficult to say which is the sub-discipline of the other. None of
the answers is wrong. Thus, the two teaching methods are not directly dependent; they are
much more complementary in the working direction of the teaching method.
What does business education (as a specific sub-discipline of vocational education) deal with
and to what extent is its relationship between business and educa
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